why?

Having correctly answered my English or Mathematics question, I now stand in front of my students and ask of them this particular question: why? Although correct, I want the students to develop critical thinking skills that will enable them to account for their particular reasons for doing certain tasks or responding to situations in a particular manner. To know why something is correct demonstrates a more complete understanding of and comprehension of a concept, an issue, or a rule. In turn, this comprehension will enable the students to respond favourably in similar situations and to effectively analyze future problems and possible solutions. In response to my question, I receive questioning looks from students or bowed faces, silence, and uncomfortable squirming. Undoubtedly, students are rarely asked to provide explanations for their answers. In consequence, students fail to acquire critical thinking skills as well as creative problem solving strategies. Alternatively, students develop excellent memory skills because they are required to simply memorize and reiterate all material taught. By probing, encouraging, positively reinforcing student responses, and using group discussions, among other teachings trategies, I am slowly beginning to yield constructive results. The silence that once haunted the classroom has now become a very dull and faint murmur. But in reflecting on the silence initially produced, I have begun to draw a comparison between the students' response and the western practice of always needing to question our behaviour, our motives, our procedures, and ultimately our lives.

I now ask myself the same question: why? Perhaps the most obvious is why am I here? Why am I teaching English and Math? Why am I living with a Ugandan family? Why one year? Why? Instead of practicing what I teach, namely to think critically about the answer to such questions, I shall follow in the footsteps of my students. I will be silent. In contrast to deconstructing and analyzing such questions, I have faith. I am learning that faith is critical to my spiritual, emotional, relational, and physical health. Faith in God for spiritual renewal and nurture, for emotional stability, for strength in and healing in friendships, and for physical safety allow me to cast aside burdening anxieties and imposing criticisms. Although I fail to completely understand the extent of my role here, I understand that there will be mutual transformation, both in the present and future. The beauty seen, the laughter heard, the people I touch, the heavy rain tasted, and the fertile soil I smell, is enjoyed by, possible through, and continues in faith.

In trying to teach my students critical thinking and creative problem solving strategies, the students have taught me to live by faith. To not always demand answers for questions affirms our reliance upon God's grace, love, and compassion. More importantly, I am learning that we need both silence and discussion, faith and questions.